New Books In Education

Recent years have witnessed a spate of journalistic and popular writings on the looming threat to civilization that lurks in traditional Islamic seminaries or madrasas that litter the physical and intellectual landscape of the Muslim world. In his riveting new book What is a Madrasa? (University of North Carolina Press, 2015), Ebrahim Moosa, Professor of History and Islamic Studies at the University of Notre Dame, challenges such sensationalist stereotypical narratives by providing a nuanced and richly textured account of the place and importance of Madrasas in Islam both historically and in the contemporary moment. Rather than approaching madrasas from a policy studies viewpoint as institutions requiring reform and modernization, this book instead examines madrasas on their own terms with a view of highlighting their internal complexities and tensions. Focused primarily on the madrasas of South Asia, what makes this book particularly remarkable is the way it brings together the intellectual histories and tra

With high educational and professional attainment, Asian Americans are often portrayed as the “Model Minority” in popular media. This portrayal, though, is widely panned by academics and activists who claim that it lacks nuance. Madeline Y. Hsu, Associate Professor, University of Texas at Austin, provides such nuance through here historical account of Chinese immigration to the US, entitled The Good Immigrants: How the Yellow Peril Became the Model Minority (Princeton University Press, 2015). Dr. Hsu brings focus to “side door” immigration–students, paroled refugees, and even current H-1B visa holders–that has been crucial to Chinese immigration to the US for well over a century. Through her historical analysis, she shows that the US immigration policy towards China has mostly been skewed towards a selection of higher skilled or more educated émigré. Dr. Hsu joins New Books in Education for the interview to discuss her book. For questions or comments on the podcast, you can also find the host on Twitter at

Dr. Ruth Hayhoe, professor at the Ontario Institute for Studies in Education of the University of Toronto, has dedicated her academic career to the study of Chinese education. Now, after several decades of becoming one of the most recognizable names in the field of international and comparative education, she has compiled some of her most relevant works into a succinct piece for the World Library of Educationalists series, entitled China Through the Lens of Comparative Education: The Selected Works of Ruth Hayhoe (Routledge. 2015). The book consists of three parts: Comparative Education and China, Higher Education and History, Religion, Culture and Education, all of which are made up of past pieces selected by Dr. Hayhoe herself. Dr. Hayhoe joins New Books in Education for the interview to discuss this book and her distinguished career. For questions or comments on the podcast, you can also find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our

Nick Sousanis‘s new book is a must-read for anyone interested in thinking or teaching about the relationships between text, image, visuality, and knowledge. Unflattening (Harvard University Press, 2015) uses the medium of comics to explore “flatness of sight” and help readers think and work beyond it by opening up new perceptive possibilities. It proposes that we think about unflattening as a “simultaneous engagement of multiple vantage points from which to engender new ways of seeing,” and beautifully embodies what it can look like to make that happen. Readers will find thoughtful reflections on the possibilities and constraints afforded by working and thinking with different kinds of verbal and visual language, including a consideration of comics as “an amphibious language of juxtapositions and fragments,” and some wonderful work on storytelling and imagination. The book includes a wonderful “Notes” section that offers some background on the inspiration behind many of the images (including Flatland, Calvino

Universities across the world have become more attuned to a global competition in higher education. International rankings and world class status are now critical focuses for these institutions. Academics have also gotten swept into this perceived competition, as their research plays a key factor for rankings and prestige. This phenomenon has pressed Dr. Chuing Prudence Chou to edit a volume chronicling these concerns and implications, entitled The SSCI Syndrome in Higher Education: A Local or Global Phenomenon (Sense Publishers, 2013), a series in Comparative and International Education: A Diversity of Voices. The authors contend that the completion and pressure of high stakes publishing has created an unhealthy environment, even lessening collaboration. For the social sciences, being published in a journal listed in the Social Sciences Citation Index has become a must for professors. However, Dr. Chou and her colleagues contend that the focus on SSCI has marginalized other journals and also academics whom c

Much of the public debate about the relationship between science and theology has been antagonistic or adversarial. Proponents on both sides argue that their respective claims are contradictory–that the claims of science trump and even discredit the claims of religion or theology. Some have sought to portray the relationship in a different light. The evolutionary biologist Stephen J. Gould famously asserted that the two realms were “nonoverlapping magisteria.” But recently theologians and scientists have begun to mark out new ground for robust conversation. Tom McLeish‘s book Faith and Wisdom in Science (Oxford University Press, 2014) takes this conversation to new heights. Locating the impulse for science in much biblical literature, particularly the wisdom books of the Hebrew Bible, he shows how one might understand science as a theological endeavor. Rather than a paradigm of “science and theology,” he posits a “theology of science,” an interrelationship that not only gives us new eyes with which to read t

The development of higher education in Asia has been as dramatic as the region’s rapid economic rise. The landscape of this diverse and ever-changing sector is thoroughly explored in Asia: The Next Higher Education Superpower? (Institute of International Education [IIE] and the American Institute For Foreign Study Foundation, 2015). Dr. Rajika Bhandari, IIE’ Deputy Vice President for Research and Evaluation, and Dr. Alessia Lefebure, Director of the Alliance at Columbia University and Adjunct Professor at the university’s School of International and Public Affairs, edited this in-depth volume exploring Asian higher education by bringing together a globally and culturally diverse group of experienced academics, up-and-coming researchers, and even practitioners.The multiple perspectives provided throughout the book weave an expansive analysis of the region’s rich higher educational tapestry–from the reverence of international rankings, to issues of quality control, the branch campus phenomenon, and a myriad of

Funding for higher education in the U.S. is an increasingly divisive issue. Some states have turned to policies that tie institutional performance to funding appropriations so to have great accountability on public expenditure. In exploring the origins and implementation for these kinds of policies, Kevin Dougherty and Rebecca Natow recently published a new in-depth book on this topic, entitled The Politics of Performance Funding for Higher Education: Origins, Discontinuations, and Transformations (Johns Hopkins University Press, 2015). In the book, the authors have explored the origins of this policy, its effects on the landscape of American higher education, and its future. This publication weaves extensive policymaker, educator, and administer interviews to form a thorough picture of the nature and debates of these policies– from policy entrepreneurs to advocacy coalitions. They even explore comparisons to performance funding policies abroad. Dougherty, Associate Professor of Higher Education and Educatio

Social media and digital technology now allow researchers to collect vast amounts of a variety data quickly. This so-called “big data,” and the practices that surround its collection, is all the rage in both the media and in research circles. What makes data “big,” is described by the v’s: volume, velocity, variety, and veracity. Volume refers to the massive scale of the data that can be collected, velocity, the speed of streaming analysis. Variety refers to the different forms of data available, while veracity considers the bias and noise in the data. Although many would like to focus on these details, two other v’s,validity and volatility, hold significance for big data. Validity considers the level of uncertainty in the data, asking whether it is accurate for the intended use. Volatility refers to how long the data can be stored, and remain valid. In her new book, Big Data, Little Data, No Data: Scholarship in the Networked World (MIT Press, 2015), Professor Christine L. Borgman, Presidential Chair in Inf

In late 2001 Finland became the darling of the education and policy communities, as its students toped the reading literacy, mathematics, and science PISA test rankings. While these results were somewhat of a surprise to Finns, the outcomes persisted throughout subsequent cross-national examinations. Policymakers and educators from across the world have since been fascinated as to how the Scandinavian country created such a successful system. Was it the teachers? The students? The schools? In Finnish Lessons 2.0: What Can the World Learn from Educational Change in Finland? (Teachers College Press, 2014), Dr. Pasi Sahlberg, visiting professor at Harvard’s Graduate School of Education, explains the nuances of his homeland’s educational system and even its historical foundations in this new updated version. The book offers lessons that can be understood by policymakers in other systems, but also provides a strong counter to the Global Education Reform Movement (GERM), which, dubbed by Dr. Sahlberg, is led by cal

The intersection between Spanish-bilingual education and sex education might not be immediately apparent. Yet, as Natalia Mehlman Petrzela shows in her new book, Classroom Wars: Language, Sex, and the Making of Modern Political Culture (Oxford University Press, 2015), the meeting between these two paradigms of education firmly connects in California during the 1960s and 70s. Under the backdrop of California during an era of the sexual revolution, a dramatic influx of Latinos, and awakened protest movements, Dr. Petrzela, assistant professor at The New School, explores this historical landscape of education and society. From well-known political icons like Richard Nixon and Ronald Reagan, to lesser-known figures such as Ernesto Galarza, and even details from regular people who lived the moment, Classroom Wars provides an in-depth and nuanced look into this interesting intersection in American educational history. Dr. Petrzela joins New Books in Education for the interview and you can follow her on Twitter at

Although the push to persuade everyone to learn to code is quite the current rage, the coding movement has roots that extend back for more than a few decades. In 1980 Seymour Papert published his book, Mindstorms: Children, Computers, and Powerful Ideas, arguing that learning to code would help children to better understand not only educational subject matter, but how to think. This book influenced the push in the early 1980s to place coding in schools. This early “learn to code” movement, though revolutionary, was unsustainable for many reasons. In the new book Connected Code: Why Children Need to Learn Programming (MIT, 2014), Yasmin B. Kafai, Professor of Learning Sciences at the University of Pennsylvania’s Graduate School of Education, and Quinn Burke, Assistant Professor in the Department of Teacher Education at the College of Charleston, reexamine this early movement and the necessity of reintegrating coding into the K-12 curriculum. Kafai and Burke, too, view coding education as essential in assistin

Wikipedia is one of the most popular resources on the web, with its massive collection of articles on an incredible number of topics. Yet, its user written and edited model makes it controversial in many circles. In Wikipedia U: Knowledge, Authority, and Liberal Education in the Digital Age (Johns Hopkins University Press, 2014), Thomas Leitch of the University of Delaware English Department has written a book that challenges many of the criticisms of Wikipedia. Yet he also reviewed the importance of authority as an issue with all research in the twenty first century. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/education

Contemporary American political culture is arguably more divisive than ever before. Blue states are bluer, red states are redder, and purple states are becoming harder and harder to find. Because of this divisiveness, teaching social studies and civics education has now become an overwhelmingly difficult task. Should a teacher share political leanings? How can teachers ensure that students are learning a wide political spectrum? Diana Hess and Paula McAvoy set out to answer these questions and more in The Political Classroom: Evidence and Ethics in Democratic Education (Routledge 2014), from the Critical Social Thought series. The researchers undertook a massive years-long longitudinal study of high schools in Illinois, Indiana, and Wisconsin. From different classroom styles and teacher pedagogy, to impact on students, The Political Classroom offers an in-depth glimpse into the American civics education classroom. Dr. Hess joins New Books in Education for the interview and you can find more helpful resources

Studying the forces behind and the implications for education’s ascension as a predominant global phenomenon is becoming a more important, yet convoluted, endeavor. Envisioned as a way to succinctly encapsulate this narrative, Robin Shields, Senior Lecturer in the Higher Education Management at the University of Bath, has written Globalization and International Education (Bloomsbury Academic, 2013) in the Contemporary Issues in Education Studies series. Beginning with the first conceptions of development by the colonial powers, through the modernization theories prevalent through the Cold War, and to the expansion of the mass knowledge economy of today, Shields’ book chronicles the historical and contemporary challenges or issues in this field through case studies and easy-to-follow theoretical summaries. The book provides for a useful handbook for this expansive and complicated field, perfect for students, educators, or anyone else interested in international and comparative education or development. Dr. Sh

There has been a dramatic leap in education across the world over the past 150 years–from the importance and longevity to Western-style universities to truth and knowledge production created through schooling, permeating to almost every culture throughout the globe. Dr. David Baker, professor at Penn State University, calls this phenomenon the “education revolution” in his most recent book, entitled The Schooled Society: The Educational Transformation of Global Culture (Stanford University Press 2014). What is the “Schooled Society” and how was it created? Drawing on neo-institutional theories and real world examples, Dr. Baker provides an interesting and compelling take on society and its interactions with education. He joins New Books in Education for the interview. For questions or comments on the podcast, you can find the host on Twitter at @PoliticsAndEd. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.f

China today attracts one of the largest foreign student populations in the world. In 1975, though, very few foreign students were allowed to study in then-isolated China, especially Western students. But, Dr. Peter Peverelli was a part of a small cohort of students who studied in Beijing Language Institute at the tail end of the turbulent Cultural Revolution. In One Turbulent Year - China 1975 (Boekscout, 2013), Dr. Peverelli writes on his experiences in Beijing as one of the first Western students allowed to study in China through a special exchange agreement between the Chinese and Dutch governments. Despite their student status, Dr. Peverelli and his classmates had VIP status and were seen as essentially diplomats. He even attended the state funeral for Zhou Enlai, one of the most important political figures in China during the past century. One Turbulent Year chronicles daily life under incredible and rare circumstances, as these Western European college students were interacting not just with Chinese loc

Conventional thinking tells us that private school education is better than public schooling in the US. Why else would parents pay the hefty price tag often associate with private education, especially at very elite schools? But, Dr. Christopher Lubienski and Dr. Sarah Lubienski question this assumption in their new book, entitled The Public School Advantage: Why Public Schools Outperform Private Schools (University of Chicago Press, 2013). In this publication, the authors use two large-scale datasets on mathematics outcomes to isolate the effects of schooling on children and they find that public schools actually score better than their private school counterparts in this measure when the proper variables are held constant. To explain their findings, Lubienski and Lubienski argue that public school usually have better certified teachers and more often teach with more modern pedagogical methods. While the book does not contend that all public schools are great, the authors would like their findings that show

Philosophy does not have to be stuck in the clouds. It can have relevance in everyday life, for everyday people, and Scott Samuelson attempts to do just that in his book, entitled The Deepest Human Life: An Introduction to Philosophy for Everyone (University of Chicago Press, 2014). Samuelson weaves in a personal narrative from his experience teaching at Kirkwood Community College, Cedar Rapids, Iowa and a deep historical exploration of philosophy. His students provide interesting and everyday lessons that the author forges into the foundation for complex philosophical issues. The book is organized into four sections that each focus on a single question, yet vast question: What is Philosophy? What is Happiness? Is Knowledge of God Possible? and What is the Nature of Good and Evil?. From Socrates, to Pascal, from the Stoics to Epicureans, Samuelson allows for an easier understanding of advanced philosophical discourse, and without watering down the complexity. He joins New Books in Education for the interview.

“This is a book that wants you to surpass and destroy it.” Eric Hayot‘s new book has the potential to transform how we teach and practice academic writing, and it invites the kind of reading and engagement that makes such a transformation possible. The Elements of Academic Style: Writing for the Humanities (Columbia University Press, 2014) is a style guide geared specifically toward academic writers in the humanities, paying special attention to the field of literary and cultural theory but applying equally well across humanistic disciplines. At turns funny, moving, and brilliant – not always qualities we associate with writing style guides – Hayot’s book treats writing as a process that encompasses “behavioral, emotional, & institutional parameters.” The first section of the book treats writing as a form of life, addressing the contexts and habits of the writer and the institutional contexts in which we teach and write. It also offers some strategies for getting writing done in the course of the typically c